It might seem pedantic, but if this in terms of higher education - then it is highly unlikely. This is basically not how universities work - if students or scholars want access to new textbooks they can request it and it'll very likely be procured. If in terms of schools, then they don't have access to the latest research. It needs to filter through academics, then pedagogical bodies, then teachers - a process which can take years. Feudalism is on example of an out-of-date historical model taught worldwide - the concept has been under sustained attack since the 1970s. We just don't have a way of expressing a new model to students.

As for the printing of textbooks. These things are working to fairly regular schedules. If there is to be a discussion about a sudden printing then it'd be the necessity to have information distributed that instigated a change of schedule. If the market doesn't exist publishers probably won't hire a writer to, you know, write the book.

This will, of course, change from country to country, but you've provided little scope to answer this so my information is drawn from the UK.

Depending on what you teach, it can be hard to find an up to date textbook to assign. One of my colleagues is teaching a course on medieval Germany, and the best, most recent and thorough overview was about 20 years old. So his choice was to assign the outdated book and offer corrections in class, or throw out the book and make up for the lack of narrative with his lectures (in the end, he did a bit of both).

So to your question - so of, but not quite. The limits of what books are available can and do shape how we teach history. When I'm teaching a class of a few dozen students, I don't have enough influence on the market to convince a publisher to invest in updating the books just for me, so I have to work with what I have and make the best of it. You don't have to use a textbook to teach, though, and I think all instructors would never neglect new material just because it isn't in the textbook.

To make it concrete: I'm writing a syllabus for a class on post-Roman Britain. There are a few recent textbooks that cover this material, but none the way I want to teach it. So I have to cobble together a collection of books and articles that I think are non-technical enough that my students can engage them, and I'll have to work with my students to tie all these pieces into a coherent story. It'll be more work, but that's how you have to teach subjects for which the picture is changing faster than the textbooks can keep up. And often, this kind of reinvention of the wheel is where new textbooks come from.